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This study examined the effect of a short-term training programme οn in-service physical education teachers’ behaviour and students’ engagement in learning. Teachers (n = 32) were randomly divided into an experimental and a control group. Each teacher’s behaviour was observed in six lessons; two for each measurement (pre, post and retention) and analysed with qualitative dimensions of lesson introduction, task presentations and lesson closure. Student engagement was analysed with the time analysis form. The total and successful attempts of selected students were also recorded. The experimental group attended a two-hour lecture followed by a two-hour practicum, and showed significant improvement and learning of all the examined behaviours as well as significantly higher performance than the control group. Also, students of the experimental teacher group presented significantly greater activity time, more practice attempts and more successful ones than their peers in the control group. The results establish the effect of the training programme on teacher behaviour and student engagement in learning. 相似文献
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Fotis Lazarinis Jesús Vilares John Tait Efthimis N. Efthimiadis 《Information Retrieval》2009,12(3):230-250
With increasingly higher numbers of non-English language web searchers the problems of efficient handling of non-English Web
documents and user queries are becoming major issues for search engines. The main aim of this review paper is to make researchers
aware of the existing problems in monolingual non-English Web retrieval by providing an overview of open issues. A significant
number of papers are reviewed and the research issues investigated in these studies are categorized in order to identify the
research questions and solutions proposed in these papers. Further research is proposed at the end of each section.
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Efthimis N. Efthimiadis Nicos Malevris Apostolos Kousaridas Alexandra Lepeniotou Nikos Loutas 《Information Retrieval》2009,12(3):352-379
The study reports on a longitudinal and comparative evaluation of Greek language searching on the web. Ten engines, five global
(A9, AltaVista, Google, MSN Search, and Yahoo!) and five Greek (Anazitisi, Ano-Kato, Phantis. Trinity, and Visto), were evaluated
using (a) navigational queries in 2004 and 2006; and (b) by measuring the freshness of the search engine indices in 2005 and
2006. Homepage finding queries for known Greek organizations were created and searched. Queries included the name of the organization
in its Greek and non-Greek, English or transliterated equivalent forms. The organizations represented ten categories: government
departments, universities, colleges, travel agencies, museums, media (TV, radio, newspapers), transportation, and banks. The
freshness of the indices was evaluated by examining the status of the returned URLs (live versus dead) from the navigational
queries, and by identifying if the engines have indexed 32480 active (live) Greek domain URLs. Effectiveness measures included
(a) qualitative assessment of how engines handle the Greek language; (b) precision at 10 documents (P@10); (c) mean reciprocal
rank (MRR); (d) Navigational Query Discounted Cumulative Gain (NQ-DCG), a new heuristic evaluation measure; (e) response time;
(f) the ratio of the dead URL links returned, (g) the presence or absence of URLs and the decay observed over the period of
the study. The results report on which of the global and Greek search engines perform best; and if the performance achieved
is good enough from a user’s perspective. 相似文献
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Nicholas Vernadakis Eleni Zetou Efi Tsitskari Maria Giannousi Efthimis Kioumourtzoglou 《Education and Information Technologies》2008,13(3):167-183
The purpose of this study was to examine the effect of multimedia computer-assisted instruction (MCAI), traditional instruction
(TI), and combined instruction (CI) methods on learning the skill of shooting in basketball. Additionally, a comparison of
the students’ attitudes towards the MCAI and TI methods was made. Seventy-five middle school students of seventh and eighth
grade were randomly assigned into three teaching method groups: TI, MCAI and CI. Each group received ten 45-min periods of
instruction divided into three sections: (a) 5-min introduction, (b) 30-min instructional time and (c) 10-min questions and
review. Students took pre-, post-, and retention written test covering techniques and rules of the games. Participants in
the CI group also completed a post-test attitude survey towards the MCAI and TI methods. Two-way analysis of variances (ANOVA),
with repeated measures on the last factor, were conducted to determine effect of method groups (MCAI, TI, CI) and measures
(pre-test, post-test, re-test) on knowledge test. Paired samples t-test analyses were conducted to measure students’ attitude
towards the MCAI and TI methods. Post-test results indicated no significant differences between the groups concerning the
written test. Nevertheless, the attitude test scores of the CI group were more favourable to MCAI method than the TI method.
Retention test results showed that groups retained the knowledge acquisition. However, the combine method of instruction tended
to be the most effective on cognitive learning. 相似文献
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Teaching and learning in information retrieval 总被引：1，自引：1，他引：0
Juan M. Fernández-Luna Juan F. Huete Andrew MacFarlane Efthimis N. Efthimiadis 《Information Retrieval》2009,12(2):201-226
A literature review of pedagogical methods for teaching and learning information retrieval is presented. From the analysis
of the literature a taxonomy was built and it is used to structure the paper. Information Retrieval (IR) is presented from
different points of view: technical levels, educational goals, teaching and learning methods, assessment and curricula. The
review is organized around two levels of abstraction which form a taxonomy that deals with the different aspects of pedagogy
as applied to information retrieval. The first level looks at the technical level of delivering information retrieval concepts,
and at the educational goals as articulated by the two main subject domains where IR is delivered: computer science (CS) and
library and information science (LIS). The second level focuses on pedagogical issues, such as teaching and learning methods,
delivery modes (classroom, online or e-learning), use of IR systems for teaching, assessment and feedback, and curricula design.
The survey, and its bibliography, provides an overview of the pedagogical research carried out in the field of IR. It also
provides a guide for educators on approaches that can be applied to improving the student learning experiences. 相似文献
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Pavlos Kyrgiridis Vassiliki Derri Kyriaki Emmanouilidou Elizabeth Chlapoutaki Efthymis Kioumourtzoglou 《Measurement in physical education and exercise science》2014,18(2):73-90
The purpose of the present study was to develop a reliable and valid questionnaire for the self-evaluation of teacher effectiveness in physical education (SETEQ-PE). Initially, 90 items, based on the findings of the international bibliography on teacher effectiveness and effective teaching, were formed and then categorized in 11 thematic units (phase 1). The questionnaire was completed by in-service physical education teachers (N?=?470) in phase 2 (N?=?250) and phase 3 of the study (N?=?220). In each phase, the appropriate modifications were made on the basis of internal consistency and construct validity of the instrument. The final form of the SETEQ-PE consists of 25 items that evaluate six domains of teaching in physical education. The results showed that the self-evaluation questionnaire is a valid and reliable tool that can be used for assessing the work of the physical education teacher. Further, this tool might probably enhance a teacher's knowledge, understanding, motivation, and attitudes towards teaching. 相似文献
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Thomas Kourtessis Nikolaos Tsigilis Maria Maheridou Theodoros Ellinoudis Michael Kiparissis Efthimis Kioumourtzoglou 《Journal of Early Childhood Teacher Education》2013,34(4):276-286
The purpose of this study was to assess the effectiveness of a short intervention program designed to enhance the educators' ability to identify children with developmental coordination disorder (DCD). Twenty early childhood and 20 physical education teachers (n = 40) participated in the study. Participants were randomly assigned into an experimental group (n = 20) and a control group (n = 20). A 3-week intervention program implemented, which comprised of four 2-hour lectures and two practice sections of the same duration and focused on the issue of DCD within the educational setting. After the completion of the program, each educator evaluated four children's motor performance using the Movement Assessment Battery for Children Checklist (Sugden & Sugden, 1991). Subsequently, another assessment took place using the Movement Assessment Battery for Children. The total number of evaluated children was 160. Results showed that the educators who attended the educational program showed higher identification ability. No significant differences were found between physical education and early childhood teachers of the experimental group. On the contrary, in the control group, early childhood teachers exhibited higher identification ability than the physical education teachers. The intervention program significantly enhanced the educators' ability to identify children with DCD. The implication of this study is that the education of school professionals should be a continuous process. 相似文献
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